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This work tries to analyze the leadership of women in the management of social policies concerning children arising from their professional work in education and the care of the neediest children. In the decade of the 1930s in the National Territory of Pampas, the consolidation of two traditionally female career paths, teaching and social work, permits the analysis of female participation in the social policies concerning children, unquestionable antecedents of the Peronist Social State. Moreover, this reduced scale of analysis makes it possible to visualize the roles of groups and policies at a local level. [ABSTRACT FROM AUTHOR]

This paper attempts to examine the raising of a network of institutions, comedores escolares [welfare kitchens] in the National Territory of la Pampa during the 1930's, whose action was based upon the protection and defense of the most vulnerable infants. The analysis of this process shows the leading role of different state agents, the relationships that took place among different jurisdictions such as national, provincial and communal ones, as well as the role of community in the concrete implementation of public policies. [ABSTRACT FROM AUTHOR]

El artículo habla de un proyecto de investigación realizada por la Facultad de Ciencias Humanas de la Universidad Nacional de La Pampa. El estudio se enfoca en las relaciones de género, la condición de mujeres y la construcción de sus identidades colectivas. Se menciona detalles sobre el proceso de clasificación utilizada durante la investigación

The arrival to power of the Peronist Movement implied the establishment of new objectives, which bring to mind the relations between the state and the civil society that was peculiar of the Argentina of the forties. The State, through strong discourse and the implementation of a new series of policies, created representations -apparently new ones- of women, when it tried to teach life practices directly related to the objectives of the Peronist government. Our purpose is to analyze those representations through the book Mujeres de Nuestra Tierra, by Bernardo Gonzá1ez Arrilli. This text allows us to approach not only the construction and characteristics of the imaginary, but also the states policies that sustained it and legitimized it -especially in the case of the educational policy, which transformed the book mentioned into a book that school teachers often consulted. This concrete historical analysis tries to give an answer to a question that is essential for those who use the category of gender in such analysis: is it enough to include women as objets of study to ensure the correctness of our task? Through this text we aim at going beyond the inclusion of the feminine subject as a protagonist of history and to reflect on the way in which sexual difference has been historically constructed. [ABSTRACT FROM AUTHOR]